welcome! slo icebreaker: day 1 - forsyth county schools · pdf file ·...

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org


Welcome! SLO Icebreaker: Day 1

Please complete the icebreaker activity page on your table. Thank you.

If you had to describe yourself using three words, they would be…

What is one goal you would like to accomplish during your lifetime?

The things I already know about the SLO process include the following:

How have you previously measured the teacher’s instructional impact on student achievement in your district?

Handout A


Student Learning Objective

3-Day Training for New Districts

Teacher and Leader Effectiveness Division 2013-2014



Welcome to Day 1 of SLO New District Training

• Introductions • Restrooms • Parking Lot • Take breaks during group work sessions • Please silence electronic devices



AEIOU Norms

A: Appreciate one another’s

expertise

E: Engage fully in this learning

experience

I: Invest in the learning

O: Open your mind to new

ways of thinking

U: Unite in purpose



Today’s Agenda (Day 1) Defining SLOs

Connecting SLOs to TAPS/LAPS

Organizing for the SLO Process

Utilizing Assessment Development Resources

Closing Activity



Teacher Keys Effectiveness System

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure)

Surveys of Instructional Practice

(Grades 3-5, Grades 6-8, Grades 9-12)

Teacher Assessment on Performance Standards

(Observations and Documentation)

Student Growth and Academic Achievement

Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction

Teachers of Non-Tested Subjects - DOE-approved, district-developed

Student Learning Objectives

Support and Documentation



Leader Keys Effectiveness System

Leader Keys Effectiveness System (Generates a Leader Effectiveness Measure)

Governance and Leadership

-Climate Survey -Student Attendance -Retention of Effective Teachers

Leader Assessment on Performance Standards

-Performance Goal Setting -Documentation of Practice

Student Growth and Academic

Achievement - Student Growth Percentile Measures - Achievement Gap Reduction - DOE-Approved Student Learning Objectives Utilizing District-Identified Growth Measures




What is an SLO?



SLOs are… SLOs are not… • Focused on student learning. • Designed to measure student

progress between two points in time.

• Different for every district, course, and/or student.

• Developed and approved by the district.

• Approved/audited by GaDOE.

• GaDOE developed assessment measures.

• Reflective of student achievement

only.

What is a Student Learning Objective?



SLOs are SMART Goals Specific: Focused on content standards Measurable: An appropriate instrument or measure is selected to assess SLO Attainable: Is within teachers’ control to effect change; is a worthwhile focus for instructional period Realistic: SLO is feasible for teacher Time Bound: SLO designates the instructional period



1. Represent the most important learning for an

instructional period.

2. Require collaboration between state, district, and local school staffs.

3. Are aligned to Common Core, State, and/or National standards, as well as other

district and school priorities.

4. Serve as evidence of student learning and

illustrate the powerful impact of teachers on

student learning.




SLO Statement with Growth Target Formula From August 2013 to May 2014, 100% of American Government and Civics students will improve their knowledge of the principles of democracy, the Constitution, and rules of law as measured by the Mountain School System American Government and Civics SLO Assessments. Students will increase from their pre-assessment scores to these post-assessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 35% of his/her expected growth. Pre-Assessment Score + [(100 – Pre-Assessment Score) * Expected Growth] = Target. Example using 40 on a Pre-Assessment: 40 + [(100 - 40) *.35] 40 + [(60) * .35] 40 + [21] = 61 A score of 61 is the expected growth target for the post-assessment. Students increasing their score by at least 60% of their expected growth would be demonstrating high growth. A score of 76 or above is the high growth target.



Student Learning Objectives • Student must be enrolled 65% of course instructional

days and have completed a pre-assessment and post-assessment. (Roster Verification)

• Teacher must be employed at least 65% of the instructional days.

• Teachers that provide instruction in classrooms or courses with less than 15 are required to administer SLOs. – Student data will not be used in Teacher Effective Measure

(TEM) but it will be reflected in Leader Effectiveness Measure (LEM).



Benefits of Using SLOs

Triangulation of formal

data

Collaborative planning and

shared ownership

district wide

Utilization of various

assessment forms

Establishment of common assessments

and academic expectations district wide



Charlotte- Mecklenburg

Schools

• A study conducted in Charlotte-Mecklenburg Schools found a strong correlation between targeted objectives and student achievement in North Carolina End-of-Grade Tests during the first phase of SLO implementation.

The Research



Questions?



Connecting SLOs to TAPS and LAPS



How does the SLO process improve teacher and school leader practice?

By ensuring that educators:

Have content

knowledge and skills

Know what subject

content and skills each

student has at the

beginning of the course

Set goals for student growth

Connect teacher and

leader practices to

student learning

Examine outcomes

to determine next steps



Teacher Keys Effectiveness System

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure)

Surveys of Instructional Practice

(Grades 3-5, Grades 6-8, Grades 9-12)

Teacher Assessment on Performance Standards

(Observations and Documentation)

Student Growth and Academic Achievement

Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction

Teachers of Non-Tested Subjects - DOE-approved, district-developed





• The ten TAPS performance standards refer to the major duties of a teacher.

• A teacher’s implementation of SLOs can be considered when rating standards based on the rubric.

• SLOs are built on what great teachers do already.



5 Domains-Categories

10 Standards-

Duties

TAPS Domains and Standards PLANNING

1. Professional Knowledge 2. Instructional Planning

INSTRUCTIONAL DELIVERY

3. Instructional Strategies 4. Differentiated Instruction

ASSESSMENT OF AND FOR LEARNING

5. Assessment Strategies 6. Assessment Uses

LEARNING ENVIRONMENT

7. Positive Learning Environment 8. Academically Challenging Environment

PROFESSIONALISM AND COMMUNICATION

9. Professionalism 10. Communication Yellow Card



Let’s Talk In your group, name three TAPS performance standards directly connected to the SLO process. Explain why.

Let’s Talk Handout 1



SLOs and TAPS Performance Standards-Key

Examples of TAPS performance standards directly connected to the SLO process include the following: #2: Instructional Planning (data-based)

#4: Differentiated Instruction (meeting student’s needs)

#5: Assessment Strategies (data collection)

#6: Assessment Uses (using data to inform instruction)

#8: Academically Challenging Environment (Higher

Order Thinking Skills)



Leader Keys Effectiveness System

Leader Keys Effectiveness System (Generates a Leader Effectiveness Measure)

Governance and Leadership

-Climate Survey -Student Attendance -Retention of Effective Teachers

Leader Assessment on Performance Standards

-Performance Goal Setting -Documentation of Practice

Student Growth and Academic

Achievement - Student Growth Percentile Measures - Achievement Gap Reduction - DOE-Approved Student Learning Objectives Utilizing District-Identified Growth Measures




• The eight LAPS performance standards reference school leaders’ major duties.

• Supporting teachers in successfully attaining SLOs can enhance a leader’s ratings on the standards.

• SLOs give school leaders additional means by which to monitor and celebrate teacher success.


LAPS Domains and Standards

4 Domains-Categories

8 Standards-

Duties

SCHOOL LEADERSHIP

1. Instructional Leadership 2. School Climate

ORGANIZATIONAL LEADERSHIP

3. Planning and Assessment 4. Organizational Management

HUMAN RESOURCES LEADERSHIP

5. Human Resources Management 6. Teacher/Staff Evaluation

PROFESSIONALISM AND COMMUNICATION

7. Professionalism 8. Communication and Community Relations

26

Goldenrod Card



Let’s Talk In your group, name three LAPS performance standards directly connected to the SLO process. Explain why.




SLOs and LAPS Performance Standards-Key

The SLO process is connected to, but not limited to, the following performance standards for LAPS:

#1: Instructional Leadership (shared vision and goals)

#3: Planning and Assessment (data-based decisions)

#6: Teacher/Staff Evaluation (TKES, TKES, TKES!)

#7: Professionalism (ongoing professional learning)



SLO Process and TAPS/LAPS

Teacher gives pre-

assessment and shares data with evaluator

Teaching and learning

strategies implemented with students

and shared with

evaluator

Teacher and evaluator monitor student progress through a formative process

Evaluator and teacher determine

SLO attainment based on

post-assessment

Beginning of Instructional

Period August - May

Mid-June SLO data submission

to GaDOE



SLO Evaluation Rubric

Level IV: Exemplary Level III: Proficient Level II:

Needs Development

Level I: Ineffective

The work of the teacher results in extraordinary student academic growth beyond expectations during the school year. Fifty percent (50%) or more students exceeded the Student Learning Objective, at least 40% met the Student Learning Objective, and no more than 10% did not meet the Student Learning Objective.

The work of the teacher results in acceptable, measurable, and appropriate student academic growth. Eighty percent (80%) or more students met or exceeded the Student Learning Objective and no more than 20% did not meet the Student Learning Objective.

The work of the teacher results in student growth that does not meet the established standard and/or is not achieved with all populations taught by the teacher. Fifty percent (50%) or more students met or exceeded the Student Learning Objective.

The work of the teacher does not result in acceptable student academic growth. Forty nine percent (49 %) or less of students met or exceeded the Student Learning Objective.



SLOs and Required TKES Conferences

Pre-Evaluation Conference

•Evaluator and teacher discuss SLOs and instructional strategies to maximize student growth.

•Conference is held in group or individual setting.

Mid-Year Evaluation Conference

•Evaluator and teacher discuss student progress in relation to goals for SLOs and mastery of standards.

•Conference is held in group or individual setting.

Summative Evaluation Conference

•Evaluator and teacher meet to discuss student achievement of SLO targets.

•Conference is held in individual setting.



SLOs and Required LKES Conferences

Three Required

Conferences

•Pre-Evaluation Conference •Mid-Year Evaluation Conference • Summative Evaluation Conference

Conference Topics

•Evaluators and school leaders should discuss the SLO implementation process at the leader’s school.

Purpose of SLO Conferences

• Increase awareness and knowledge of the TKES/LKES SLO component. • Review and reflect on available SLO data. • Share suggestions for improvement of SLO process, if needed.



Questions?



Fifteen Minute Break



Organizing for the SLO Process: Part I



2013-2014 SLO Work Expectations • Cohort I (RT3) – Continue full implementation of SLO

measures

• Cohort II – Augmented implementation based on district plan

• Cohort III – Study year or modified implementation based on district goals and readiness

• TEM/LEM contribution year based on district’s cohort; HB 244 begins 2014-2015 school year.

» SLOs are a lagging data source.



SLO Timeline: Pace Yourself • Review SLO timeline provided by the GaDOE.

• Add SLO (state-wide and district-wide) events and deadlines to district’s high priority calendar.

• Ensure all SLO pre- and post-assessment windows are included on the district’s testing calendar.

• Expect reminder emails and updates from the GaDOE throughout the school year.



SLO Roles and Responsibilities

SLO Work - Roles and

Responsibilities

GaDOE

School District

Evaluator

Teacher



• Provide SLO process support and guidance

• Organize SLO professional development designed to actively involve district and school leaders and teachers in process

• Facilitate the development of resources for the Item Bank

• Provide a sharing mechanism for district access to the Item Bank and SLO Resource Library (coming soon)

• Audit and approve SLO submissions from districts



• Develop SLOs for courses and submit for GaDOE audit approval by deadline

• Select and/or create SLO assessment measures

• Analyze district data to set realistic SLO growth targets

• Establish SLO assessment measure security and protocol

• Lead and offer SLO professional learning

• Actively involve evaluators and teachers in SLO process



• Attend TKES/LKES training and become a credentialed evaluator

• Provide TKES/LKES orientation, ongoing familiarization, conferences, and professional learning to ensure teachers/leaders fully understand and carry out the SLO process

• Manage SLO assessment measure administration and secure the testing environment according to district procedures

• Regularly visit classrooms and offer thoughtful feedback and encouragement to teachers implementing SLO process

• Actively involve teachers in SLO process



• Implement SLO process with fidelity

• Participate in TKES orientation, ongoing familiarization, conferences with evaluator, and professional learning to ensure full understanding of SLOs

• Administer SLO assessments and analyze student results according to district procedures and requirements

• Deliver instructional strategies based on student need

• Monitor student progress and adjust instruction accordingly



SLO Implementation Process • SLOs attach to courses by state course number and not to

teachers or children.

• Although third graders take the CRCT, SLOs are needed for third grade courses. SGP calculations from CRCT results require at least one year of prior data.

• In collaborative settings, the co-teacher and primary teacher are both considered teacher of record and held accountable for all students. (Except ELL/ESOL)

»Scheduling Considerations



SLOs are SMART Goals Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act. There is no other route to success.

Stephen A. Brennan



SLO Implementation Action Plan

• Recommended first step for SLO Implementation Process

• Create a district level Action Plan for the SLO Implementation Team

• Include specific duties/tasks • Include teachers, content experts, district and school

leaders, and external support agencies

• Assign duties for team members based on district role and prior experience

Handout 2



Recommended Team Members for Action Plan

Primary TKES/LKES

Coordinator

SLO Coordinator

Curriculum and Instruction Staff

Assessment Staff

Teachers (Local School SLO Rep)

School Administrators

Academic Coaches

Professional Learning Staff HR Director




Handout 2



• In what ways can district and school leaders ensure this is meaningful to teachers and students?

• How can district and school leaders help guide teachers in using their pre-assessment results / SLOs to help improve student achievement and growth?

Handout 2



How will you… • introduce teachers to the process? • incorporate these assessments into your school-

wide assessment calendar? • assist teachers in planning for implementation? • guide teachers in using pre-assessment results to

inform instruction? • ensure completion of the process and collection of

SLO data? Handout 2



Let’s Talk In your district group, work on the SLO Implementation Team Action Plan (district section only) and begin answering the SLO reflection questions. Groups will report out on reflection questions.

Let’s Talk Handout 1 and Handout 2



Questions?



One Hour Lunch Break, Enjoy!



Organizing the SLO Process: Part II



Managing the SLO Process



Identifying SLO Courses Back at the office, before you build...

Develop a first year and long range plan for identifying SLO courses and developing and/or selecting SLO assessment measures for these courses

Create a list of non-tested courses in district.



Identifying SLO Courses



Who Needs an SLO?

Handout 3

Special Circumstances for SLO Implementation Special Needs Pre-K

SLO is applicable. Use the following for SLO Assessment: • District Developed SLO • Work Sampling System • Child Outcomes Summary Form (COSF)

Pre-K/Kindergarten SLO is applicable. Completed SLO assessments available.

Students who are assessed with GAA

Holistic rubrics are being collaboratively developed with the GaDOE’s Division of Special Education Services and Support and TLE Team. Each rubric contains CCGPS standards encompassing communication, such as Speaking and Listening and Reading which will be applicable to all grade levels (K-12). The holistic rubric will be the SLO measure used for a student that is assessed using GAA. • For example, if a student is enrolled in Introduction to Art, the only

applicable growth measure will be the holistic rubric score.



Cohort 1 Districts

• Atlanta, Ben Hill, Bibb, Burke, Carrollton City, Chatham, Cherokee, Clayton, Dade, DeKalb, Dougherty, Gainesville City, Gwinnett, Hall, Henry, Meriwether, Muscogee, Peach, Pulaski, Rabun, Richmond, Rockdale, Griffin-Spalding, Treutlen, Valdosta City and White



SLO Requirements for Cohort 1 Districts Only

2014-2015 • Minimum of two growth measures • All district-developed SLOs must be administered

district wide which may lead to three or more growth measures for some teachers.

• If a teacher only teaches multiple sections of a single course, one growth measure is acceptable.



SLO Requirements for Cohorts 2 & 3 2013-2014 SLO Assessment Development

• Development of one growth measure per teacher 2014-2015 SLO Assessment Administration • All district-developed SLOs must be administered district

wide which may lead to two or more growth measures for some teachers.

• If a teacher only teaches multiple sections of a single course, one growth measure is acceptable.



Identifying One Growth Measure

• Identify teachers and their courses in your district. •Mark courses that are “tested” and utilize SGPs. •Mark courses that are “non-tested” and utilize

SLOs. (Reminder: Grade 3 must have an SLO.)

Utilize a planning

spreadsheet

•Use course information to ensure each teacher has a minimum of one growth measure for calculating the TEM.

• SGPs will count as the one growth measure for teachers of tested subjects.

Work from the teacher’s point of view



Identifying Current Assessment Measures in District

•Check all courses to see what is currently in place to measure student progress.

Review list of SLO courses for current measures of

academic progress

•Review assessments for standard alignment and rigor.

•After review, determine if the measure is appropriate and can be used for given course.

From available and current measures

determine quality and “usability”

•Create a list of courses that need assessment measures developed.

•Create a list of courses that currently have a usable measure in place.

Determine what courses need assessment

measures developed



Let’s Talk In your district group, please select one district wide SLO implementation challenge you think you might experience along with a possible solution. Groups will report out.




Questions?



Preview for Day 2

DOK

• Explore Dr. Webb’s Depth of Knowledge Levels • Identify DOK of standards and items

SLO Assessments

•Discuss test security, formatting, and scoring •Examine SLO assessment development forms and resources •Ensure quality control

SLO Growth Targets

• Use baseline data to analyze student results • Create rigorous growth targets using data

SLO Statements

• Write SLOs with growth targets • Share SLOs with teachers



Closing Activity for Day 1: Goal Setting Works!

Please complete reflection sheet on your table during video. Thank you.

Goal Setting Works!

Reflection Handout D

http://www.youtube.com/watch?v=Ja9BFx5Mhqo




Please complete the icebreaker activity page on your table. Thank you.

If you were an ice cream flavor, which one would you be and why?

If I could be anybody besides myself, I would be…

The things I learned yesterday about the SLO process include the following:

The thing(s) about the SLO process that I have questions about include the following:

Handout B




• Questions & Answers • Parking Lot • Take breaks during group work sessions • Please silence electronic devices • Review of Icebreaker from Day 1



AEIOU Norms


expertise


experience



ways of thinking

U: Unite in purpose



Today’s Agenda (Day 2)

Exploring Depth of Knowledge

Utilizing Assessment Development Resources

Using Data to Set SLO Growth Targets

Writing SLO Statements

Closing Activity



District-wide measurable, long-term academic SMART goals set to determine

student growth.

Generated by student

performance between two

points in time.

Aligned to the course’s required

curriculum.

A demonstration of the teacher’s

impact on student learning.

SLOs are…




“Being able to create, use, and communicate about student learning through meaningful assessment practices is central to what it means to teach.”

-Gareis and Grant (2008)



SLO Assessment Overview

Assessments are based on specified standards

determined by the district.

Assessments allow students to demonstrate knowledge.

The assessment should measure what students know and are able to do at the course’s end.

The assessment’s format and content should allow students to demonstrate their learning of the standards.



Exploring Depth of Knowledge



• DOK was developed through research by Norman L. Webb in the late 1990s.

• DOK is the complexity of knowledge standards and assessments require. (Not level of difficulty)

• DOK offers a common language to understand "rigor" or cognitive demand in assessments, curricular units, lessons, and tasks.



Four-tiered Progression of DOK The level of a DOK item is determined by the task.

DOK

1 Recall and Reproduction

DOK

2 Skills and Concepts

DOK

3 Strategic Thinking

DOK

4 Extended Thinking



Bloom’s Taxonomy vs. Webb’s DOK Bloom Bloom’s Revised Webb

Evaluation Creating Extended Thinking Synthesis Evaluating

Analysis Analyzing Strategic Thinking

Application Applying Skills & Concepts

Comprehension Understanding Recall & Reproduction Knowledge Remembering



LEVEL 1: Recall/Reproduction (Acquire or Reproduce) Requires little to no comprehension, complexity, and depth; Has one right answer; Involves one step

LEVEL 2: Skill/Concept (Apply) Requires deeper knowledge, an explanation, inference, a decision; Has one right answer; Usually involves two or more steps

Handout 4



LEVEL 3: Strategic Thinking (Complex Reasoning) Requires abstract, complex thinking (e.g., planning, analysis); Requires support of solutions or judgments with text evidence; May have more than one correct response or approach

LEVEL 4: Extended Thinking (HOT! HOT! HOT!) Involves multiple steps to connect/relate ideas and concepts; Requires an investigation; Time to think and process multiple conditions of a complex task with extended time

Handout 4



Webb’s DOK = Context Of Verb Webb’s DOK is NOT determined by the verb, but the context in which the

verb is used and the depth of thinking required.

Below is the same verb used at three different DOK levels.

• DOK 1 - Describe two characteristics of a simile and two characteristics of a metaphor. (simple recall)

• DOK 2 - Describe the similarities and differences between a simile and a metaphor. (cognitive processing)

• DOK 3 - Describe how the poet uses the simile and the metaphor to portray the child in the poem. (deep understanding of the content)

• DOK 4 – What would be an example of a DOK 4 activity?



What DOK Looks Like in the Classroom DOK Level 1 DOK Level 2 DOK Level 3 DOK Level 4

High School Music Name several composers from the Baroque and Classical periods.

Describe differences between Baroque and Classical Periods.

Critique, compare, and contrast pieces of music from Baroque and Classical Periods.

Choose a period and develop a 16-measure piece of music from that style.

DOK Level 1 DOK Level 2 DOK Level 3 DOK Level 4 Agriculture Crop Science

Name two crops that are commonly grown in Missouri.

Make a graph showing the annual production of the five largest crops grown in Missouri.

Develop a logical argument for planting a particular crop in your area, taking into account soils, weather, and other variables.

Design a three year crop rotation system for a farm of 360 acres, using as little chemical fertilizer as possible. Justify your system. Project the expected costs and revenues.

Handout 4a



Webb’s Depth of Knowledge

1. DOK ensures the standard’s intent and the level of complexity match

the assessment items.

2. If students cannot perform at the standard’s DOK level, they have not mastered the standard.

3. Ensure DOK level of assessment item

matches or exceeds DOK of standard(s).

4. A student cannot reach a higher DOK level unless he/she has first mastered

a lower DOK level.

DOK Important Reminders



DOK Ceiling The highest DOK level at which the standard

should be assessed. Standard Potential DOK Levels DOK Ceiling

Estimate and justify the results of the division of whole numbers

1 - Determine an estimate 2 - Justify a given estimate 3 – Determine and justify and estimate

3



DOK Summary If there is only one correct answer for the item, it is probably DOK level or DOK level ?

Answer: DOK Level 1 or DOK Level 2 • DOK 1: You either know it (can recall it, locate it, do it) or

you don’t • DOK 2: Apply one concept, then make a decision before

going on applying a second concept (conceptual)

Karin Hess, Senior Associate, National Center for the

Improvement of Educational Assessment



DOK Summary If there is more than one solution / approach, requiring evidence, the item is DOK level or DOK level ? Answer: DOK Level 3 or DOK Level 4 • DOK 3: Must provide supporting evidence and reasoning

(Not just HOW solved, but WHY – explain reasoning) • DOK 4: All of DOK 3 + Use of multiple sources or texts

Karin Hess, Senior Associate, National Center for the

Improvement of Educational Assessment



Questions?



Five Minute Break



Utilizing Assessment Development

Resources



SLO Assessments



SLO Assessment Measures

An SLO assessment measure can be either commercial or regionally/locally developed.

The quality of an SLO depends on the quality of the assessment used

to determine student growth.

SLO assessment measures may be revised each year.



Integrity and Fidelity of SLO Assessments: A District Responsibility

PROFESSIONAL ETHICS

Test Security

Protocols Distribution

and Collection

Administration and Student

Response Procedures

Teacher Directions

and Answer Keys

Professional Appearance of Materials

Time Allotment

and Assessment

Length

Naming the Assessment

91



SLO Assurance Form Completed by all SLO assessment development participants

Initials Assurances

1. I will maintain confidentiality regarding information of items viewed from the SLO Item Bank or the PDAs.

2. I will not remove the flash drive from this room.

3. I will not save to my desktop any of the information contained on the flash drive.

4. I will return the flash drive to the district representative each day before leaving for lunch or for the day.



Scoring SLO Assessment Measures Develop scoring procedures and

protocol based on district guidelines and SLO assessment items

(# and type).

Scoring procedures are a district decision that

should be given much thought to ensure

rigorous, yet realistic expectations.



SLO Process for Locally / Regionally Developed Assessments

Step 1

Content Alignment • Identifies

instructional emphasis

Step 2

Table of Specifications • Provides

assessment “Blueprint”

Step 3

Criteria Table • Evaluates

assessment “Quality Control”



SLO Assessment Development Tools First Step of Process: Content Alignment

Working through this form prepares teams for the task of developing a high quality assessment and increases the alignment of the measure.

What do students need to know?

What do students need to do?

Determine and analyze the content to be assessed, the level of cognitive complexity of the content, and the

appropriate format for assessing the content.

Handout 5



Examples

96

Content Alignment

DOK Level 3

DOK Level 3

DOK Level 2

Handout 5



SLO Assessment Development Tools Second Step of Process: Table of Specifications

There are two versions of the TOS: Standard and Item.

Includes post-administration analysis to review and reflect on the results.

Can also be used “backwards” to review existing assessments to ensure standard alignment.

Typically used while also building the assessment.

Details the content, level of cognitive demand, amount, type, and answer/point value of the measurement items/or tasks.

Handouts 6/6a


Table of Specifications

Handouts 6/6a



SLO Assessment Development Tools Third Step of Process: Criteria Table

Rubric / Self-Assessment - helpful to review as teams are developing the assessment.

Designed to guide districts through the process of reviewing the assessment items, formatting,

administration, and results.

A thorough review and evaluation of the created assessment.

Handout 7


100

Criteria Table

Handout 7




Assessment Resources for Districts SharePoint:

www.rt3georgia.com

2013 Item Bank

2012 Public

Domain Assessments

SLO Resource

Library

http://www.rt3georgia.com/


Courses with Assessment Supports A summary of the tools and resources available from the GaDOE

2012 Public Domain Assessments 2013 Item Bank Development

Elementary Reading and Math High School ELA 23.0011: Reading /

23.0010000: Language Arts / Gr K 23.0620000: Tenth Grade Literature /

Composition 23.0012: Reading /

23.0020000: Language Arts / Gr 1 23.0630000: World Literature / Composition

23.0013: Reading / 23.0030000: Language Arts / Gr 2

40.0510000: Chemistry I




Assessment Resources for Districts Templates and

examples to create assessment documents.

Templates help to

create professional appearance.

Districts can use if

helpful, not required.


Let’s Talk In small groups, please review the following Table of Specifications and identify possible development inaccuracies. Please be able to explain a possible solution. Groups will report out.



105 Handout 8


106 Handout 8


Let’s Talk In small groups, please review the following assessment item and evaluate it using the provided section of the Criteria Table. Groups will report out.



108

Criteria Table: Item Construction Select-Response Items

• Question stem is clear. • Item is stated in the positive. (For

example, refrain from using items, such as “Which of the following is NOT a purpose for the passage?”)

• Item does not give away correct answer. • Emphasize qualifiers (e.g., most likely,

best) and avoid using “all” or “none of the above.”

• Answer choices are plausible. • Answer choices are parallel in length

(e.g., words, phrases, sentences). • Answer choices are parallel in grammar,

semantics, and syntax. • Answer choices are in a logical order

(e.g., numerical, alphabetical, sensible). • Avoid clues in the answer choices. • Ensure correct response is the only

correct response.

A scientist synthesizes a new drug. She wants to test its effectiveness in stopping the growth of cancerous tumors. She decides to conduct a series of experiments on laboratory mice to test her hypothesis. What should she do?

a)Give half the mice the drug, the other half none, and compare their tumor rates.

b)Give the drug to all mice, but only to half every other day, and record tumor rates.

c)Double the dosage to all mice each day until tumors start to disappear.

d)Give the drug only to those mice who have tumors and record their weights.

Sample item released from the Delaware Department of Education. Handout 9


Excellent Satisfactory Some revisions

may be necessary

Significant revisions should be considered

I. Item Construction ☐ Assessment meets at least 9 of the select-response item criteria.

☐ Assessment meets at least 8 of the select-response item criteria.

☐ Assessment meets at least 6 of the select-response item criteria.

☐ Assessment meets less than 6 of the select-response item criteria.

Handout 9


Follow copyright regulations when

selecting assessment items

Provide student IEP classroom

accommodations when testing

Friendly Reminders…


Questions?



“When using student goal setting, student work on research-based

strategies showed percentile gains which ranged from 18-41

percentile points.”

Marzano, Pickering, and Pollack

The Research



Using Data to Set SLO Growth Targets



SLO Data Practices

Select knowledgeable staff to review data; Involve teachers in

process

Collect SLO course data •Historical •Baseline

Ensure data are

accurate, consistent, and easy to understand

Become familiar with

data and draw

conclusions that illustrate performance

trends

Use performance trends as the

foundation for all SLO growth

targets



Possible Data Points to Consider When reviewing SLO data, ask the following questions to seek out root causes which could be impacting the results:

• What are the highest and lowest scores?

• What are the mean and median?

• What was the average growth if you filter out students whose scores went down?

• How many students were very close to meeting or exceeding their targets?



• In 2012, 53% of physical science students scored at Meets or Exceeds; 11% of the students scored at the Exceeds Level.

• The 2011 Physical Science EOCT results identify that Energy and Motion are areas of need because the district mean scores for these content areas are below the state’s mean.

• The pass rates from the 2012 EOCT were as follows: US History 46.1% and Economics 65.9%.

• The percent of students ready for college-level Social Science coursework, according to the 2012 graduates who took the ACT is 50%.



• 2013 SLO Pre-Assessment data show: • 9% of students scored between 0%-39% • 61% scored between 40%-70% • 24% of students scored between 70%-89% • 6% of students scored between 90%-100%

• Pre-Assessment Data yielded the following results: 74% DNM, 18% M, 8% E - with a mean scale score of 42.

• 2013 SLO Post-Assessment data show: • Low Academic Achievement (0-70): 19% • Typical Academic Achievement (71-88): 78% • High Academic Achievement (89-100): 3%



Let’s Talk With your district group, identify available data sources, methods for analyzing data, and how to monitor progress for the SLO process in your district.




Setting SLO Growth Targets



Setting SLO growth targets to measure student growth is the cornerstone of the

state’s emphasis on using assessment results to guide instruction.

In Georgia…



SLO Growth Targets Define student’s expected gain or targeted growth

between two points in time over the

entire instructional period

Are provided for all students in the course

Should always have two targets • Expected (meets) • High (exceeds)



• SLO growth targets are determined at the district level.

• Determine growth targets based on performance trends from relevant course data.

• Targets should be rigorous, yet appropriate for the course’s instructional period.

• Write growth targets so teachers have clarity about expectations for students.



• May have an individualized target

• Can be determined by a rubric score

• Will always note expected (meets) and high (exceeds) targets

• Should not include ranges / tiers



Growth Target Sample with Formula From August 2013 to April 2014, 100% of third grade reading students will improve their knowledge of vocabulary and comprehension skills as measured by the Jackson County Schools Third Grade Reading SLO Assessments. Students will increase from their pre-assessment scores to these post-assessment scores as follows:

The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 35% of his/her expected growth. Pre-Assessment Score + [(100 – Pre-Assessment Score) * Expected Growth] = Target. Example using 40 on a Pre-Assessment: 40 + [(100 - 40) *.35] 40 + [(60) * .35] 40 + [21] = 61 A score of 61 is the expected growth target for the post-assessment. Students increasing their score by at least 60% of their expected growth would be demonstrating high growth. A score of 76 or above is the high growth target.

Handout 10



Individual Growth Target Calculator Pre-Assessment Score + [(100 – Pre-Assessment Score) *

Expected Growth] = Target

Updated Format

Handout 10



Let’s Talk It’s time to use the Individual Growth Target Calculator. We need two volunteers to come up and lead as we demonstrate the calculator steps.




Individual Growth Target Calculator Practice

Please double click on the calculator. Ensure Excel is installed on

the computer.

https://drive.google.com/file/d/0B9o6Jhptu_oEVWY0blRhMHlCdXc/edit?usp=sharing



Rubric Growth Target Sample From September 2013 to May 2014, 100% of sixth grade choral students will improve their knowledge of sight singing and performance skills as measured by the Coleman County Sixth Grade Chorus Rubric-based Assessment. Students will increase from their pre-assessment scores to these post-assessment scores as follows:

Level 1 will increase to Level 2 Level 2 will increase to Level 3 Level 3 will increase to Level 4 Level 4 will maintain or increase by five points, if applicable. Students who increase one level above their growth targets would be considered exceeding their growth targets. In order to be considered exceeding their growth targets, students with a pre-assessment score of Level 4 or a growth target goal of Level 4 will complete a developmentally appropriate project or assignment based on the SLO assessment’s content foci worth 10 points. The project will be determined by the teacher.



Why Avoid Ranges / Tiers in Growth Targets?

• Wherever one range ends and another begins, variation and inequity in the target can exist between students with very similar pre-assessment results.

• Examples of Growth Targets with Ranges / Tiers:

– Students scoring from 0 - 25% on the pre-assessment will increase by 50 - 60 points

– Students scoring from 26 – 40% on the pre-assessment will increase by 40 - 50 points

– Students scoring from 41 – 65% on the pre-assessment will increase by 30 - 40 points



• Students scoring at high levels on their pre-assessment may have an expected growth target that requires them to maintain their pre-assessment score.

• These students will still need a quality high growth target.



• Students scoring above the target range would be considered exceeding the growth target or reaching a high target.

• Students may demonstrate high growth (beyond the scope of the measure), by completing a pre-determined and district approved project or other measure.

• High growth target formats include one of the following: – Students increasing their pre-assessment score by at least XX% of their

potential growth. Pre-Assessment Score + [(100 – Pre-Assessment Score) * Expected Growth] = Target (Use growth target calculator)

– Students scoring XX points higher than their target.



Let’s Talk Working in small groups, what do you think would be the pros and cons of the different growth target styles? Can you think of other growth target formats? Groups will report out.




Questions?



Writing SLO Statements



Writing SLO Statements SLOs are SMART

goals and should be written based on district wide data

following the GaDOE template.

A completed SLO statement always

has growth targets included within the

statement.

SLO statements should have a professional

appearance and be easy to understand.



Writing SLO Statements • To make the SLO process more meaningful, districts

should always involve evaluators and teachers. • Review data • Set growth targets • Write SLO statements

• Once the final SLO statement is submitted to the GaDOE, changes cannot be made until the next school year.

• Completed SLO statements will be submitted to the GaDOE in the TLE Electronic Platform.



SLO Statement with Individual Growth Formula From August 2013 to May 2014, 100% of American Government and Civics students will improve their knowledge of the principles of democracy, the Constitution, and rules of law as measured by the Mountain School System American Government and Civics SLO Assessments. Students will increase from their pre-assessment scores to these post-assessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 35% of his/her expected growth. Pre-Assessment Score + [(100 – Pre-Assessment Score) * Expected Growth] = Target. Example using 40 on a Pre-Assessment: 40 + [(100 - 40) *.35] 40 + [(60) * .35] 40 + [21] = 61 A score of 61 is the expected growth target for the post-assessment. Students increasing their score by at least 60% of their expected growth would be demonstrating high growth. A score of 76 or above is the high growth target.



Sharing SLOs with Teachers All district SLO

statements will be viewable on the TLE

electronic platform and available on applicable

teacher’s accounts.

In order to ensure transparency, be sure

the SLO wording is what you want / need your teachers to see in the

platform.



Questions?



Writing SLOs Using SLO District Form



District SLO Form

The fields of information required for electronic

submission are organized in the same manner as the

SLO District Form. This form can serve as a guide for compiling information

before platform submission.

147

Handout 11



• Provide name of district

• Provide course number (Copy and paste from Item Bank, if applicable)

• List entire State Course Title (Copy and paste from Item Bank, if applicable)

• Provide all appropriate grades (Example: 9-12)

• Use a consistent font size and font type (Recommended)

Coleman County Schools 40.0510000 Chemistry I 9-12



• List all team members who developed the SLO assessment

• Provide a job title for each team member (Example: Sharon Noland, Teacher)


Becky Ericson, Teacher Shauntice Saxon, Teacher Michele Moe, Teacher

Collaboratively Developed List SLO Development & Assessment Team Member Roles



• Provide date for Pre-Assessment window (Month, Year)

• Provide date for Post-Assessment window (Month, Year)


August 2013 May 2014



• Write SLO statement according to GaDOE template

• Growth targets should be added after a district wide data review to determine performance trends

• Provide “Expected” and “High” growth targets


Growth Target SLO Statement



SLO Statement From August 2013 to May 2014, 100% of Chemistry I students will improve their knowledge of atoms, classification, and data analysis as measured by the Coleman County Schools Chemistry I SLO Assessments. Students will increase from their pre-assessment scores to these post-assessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 35% of his/her expected growth. Pre-Assessment Score + [(100 – Pre-Assessment Score) * Expected Growth] = Target.

Example using 40 on a Pre-Assessment: 40 + [(100 - 40) *.35]

40 + [(60) * .35] 40 + [21] = 61

A score of 61 is the expected growth target for the post-assessment. Students increasing their score by at least 60% of their expected growth would be considered exceeding their target. A score of 76 or above is the high growth target.



• List all standards and their reference numbers included on the SLO assessment

• Copy and paste standards from the Table of Specifications or www.georgiastandards.org


SC.1 Content: Students will analyze the nature of matter and its classifications. SC.3 Content: Students will use the modern atomic theory to explain the characteristics of atoms.

SCSh.5 Characteristics of Science: Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.

Selected Standards

http://www.georgiastandards.org/



• Depending on your assessment, place an “X” in the commercially developed or locally/regionally developed box

• Provide a brief description of the SLO pre- and post-assessments Item types Number of items Item and/or assessment creator(s) (Resources) Scoring values (whole numbers) Are pre- and post-assessment the same document?




The Coleman County Schools Chemistry I SLO pre-assessment is a 40 multiple choice item assessment designed to determine students’ knowledge and skills related to the course. Items were selected from released tests. The Coleman County Schools Chemistry I SLO post-assessment is a 40 multiple choice question assessment with one performance task. Items were selected from the GaDOE Item Bank. Each multiple choice question has a point value of two for a total of 80 points. The performance task is worth up to 20 points for a total of 100 possible points on the assessment.

X

Description of Assessment

Please check one

Commercially Developed

Locally/ Regional

Developed



• Provide data and performance trends used as the basis

for the SLO growth target (Required)

• Briefly describe the data source(s)

• Short frequency charts can also be included.

District Baseline Data or

Historical Data Trends



District Baseline or Historical Data Data in percentages from the May 2013 Coleman County Schools

Chemistry I SLO Post-assessment were reviewed. The baseline data are below.

• 25% of students scored 0-24 points • 25% of students scored 25-49 points • 30% of students scored 50-70 points • 20% of students scored 71-93 points

Data from the August 2012 Coleman County Schools Chemistry I SLO Pre-assessment were also reviewed. Over 95% of the students scored 10 points or less.

These data support the rationale for the Chemistry I SLO content foci and the SLO growth targets.



Let’s Talk Working in small groups, write an SLO statement with growth targets for the course described on the provided SLO district form. Please be prepared to report out.




SLO

Dis

tric

t For

m Selected Standards

Determine which standards are worthy of the students’ and teachers’ focus for the given instructional period (typically a school year or semester). List the standards and reference number.

SCSh8. Students will understand important features of the process of scientific inquiry. SZ2. Students will explain the evolutionary history of animals over the geological history of Earth. SZ4. Students will assess how animals interact with their environment including key adaptations found within animal taxa. SZ5. Students will evaluate the relationships between humans and other animals.

Description of Assessment A brief description of the pre and post SLO measures should be provided here. It should specifically include sources used in the assessment development. These could consist of commercially developed or locally/regionally developed

Please check one: Commercially Developed X Locally/Regionally Developed The Frank County Schools Zoology SLO Assessment is a 40 multiple choice item assessment with one performance task designed to determine students’ knowledge and skills related to the course. Items were selected from released tests and the GaDOE Item Bank. Each multiple choice item has a point value of two for a total of 80 points. The performance task is worth up to 20 points for a total of 100 possible points on the assessment. The pre- and post-assessment are the same test.

District Baseline Data or Historical Data/Trends Baseline data, previous data, or data trends are the linchpin of the SLO since they provide the basis for the SLO growth targets and tiers. Provide a description of the data used here.

Data in percentages from the May 2013 Frank County Schools Zoology SLO Post-Assessment were reviewed. The baseline data are below. • 15% of students DNM target. • 65% of students Met target. • 20% of students Exceeded target. • Target was 65 points. Data from the August 2012 Frank County Schools Zoology SLO Pre-Assessment were also reviewed. Sixty percent of students scored 30 points or less. These data support the rationale for the Zoology SLO content foci and the SLO growth targets. Handout 12



Questions?



Preview for Day 3

Electronic Platform

• View SLO submission process • Explore SLO Teacher Implementation Plan

SLO Action Plan

• Complete SLO Implementation Action Plan

SLO Activity

• Write and share SLO Elevator Statement

SLO Assessment Development

• Apply assessment development steps and resources



Closing Activity: Great Teachers Set High Goals!

Please complete reflection sheet

on your table during video.

Great Teachers Set High Goals!

Reflection Handout E

http://www.youtube.com/watch?v=7bIQ4-3XSxU




Please complete the icebreaker activity page on your table. Thank you. If you could have an endless supply of any food, what would you get?

The things that I learned yesterday about the SLO process include the following:

What is one thing that I would change about the SLO process?

The thing(s) about the SLO process that I have questions about include the following:

Handout C




• Questions & Answers • Parking Lot • Take breaks during group work sessions • Please silence electronic devices • Review of Icebreaker from Day 2



AEIOU Norms


expertise


experience



ways of thinking

U: Unite in purpose



Today’s Agenda (Day 3) Using the TLE Platform for SLO Work

Organizing for the SLO Process

Explaining SLOs to Stakeholders

Applying SLO Assessment Development Steps

Closing Activity



Purpose of SLOs

Improve student achievement in every classroom

Evidence of a teacher’s

instructional impact



Using the TLE Electronic Platform

for SLO Work



SLO District Form: Copy and Paste Sections in the

Platform for Submission

SLO Statement Growth Target



The TLE Electronic Platform

https://tle.gadoe.org

User Name:

Password:



SLO Submission Process in Platform GaDOE reviews for • Format of SLO

statement

• Realistic growth targets (expected and high)

• Specific content focus

• Appropriate assessment items (DOK)



State Course # and SLO Assessment Development Team Members

• Use state course numbers only

• List assessment/SLO team members and their job title



Pre- and Post-Assessment Windows

• Month and Year

• Month and Year



SLO Statement and Growth Targets

• Follow GaDOE template for SLO statement

• Ensure rigorous, yet realistic growth for entire instructional period



Content Emphasis for SLO Assessments

• Provide reference number and language of standard



Pre- and Post-Assessment Details

• Commercially Developed or Locally/Regionally Developed

• Briefly describe assessment format, total number of items/tasks, types of items/tasks, test time allotted, and scoring guidelines



Baseline or Historical Trends/Data

• Briefly summarize performance trends related to SLO course

• Ensure data support selection of growth target



SLO Form Attachments

• Attach completed forms; Ensure accurate and complete forms are provided



SLO Approval and Audit Process



Teacher SLO Implementation Plan



Questions?



Organizing for the SLO Process: Part III




Handout 2



• In what ways can district and school leaders ensure this is meaningful to teachers and students?

• How can district and school leaders help guide teachers in using their pre-assessment results / SLOs to help improve student achievement and growth?

Handout 2



How will you… • introduce teachers to the process? • incorporate these assessments into your school-

wide assessment calendar? • assist teachers in planning for implementation? • guide teachers in using pre-assessment results to

inform instruction? • ensure completion of the process and collection of

SLO data? Handout 2



Let’s Talk In your district group, complete the SLO Implementation Team Action Plan (sections not completed on Day 1) and answer the SLO reflection questions. Groups will report out on reflection questions.




Questions?



Let’s Talk Working individually, write a two minute SLO “Elevator Statement” that provides a brief and detailed summary of the SLO work and the

role you will play in the SLO implementation process. Please

be prepared to report out.




Applying SLO Assessment Development

Steps



SLO Assessment Development

•Schedule time for teams to review current measures. •Schedule time for teams to generate additional measures.

Assemble a team of content experts to review current

measures and create needed measures

•Ensure both pre and post measures are appropriate and complete. •Provide all required information.

Follow GaDOE required SLO assessment

development steps

•Ensure that teachers are effectively informed and SLO expectations are communicated frequently and sufficiently. •Keep principals current on SLO knowledge, which will enable them to lead this effort in their buildings.

SLOs are not new work, but the work!



Protecting the SLO Process

• Test security and protocols (Assurances) • Required SLO assessment development steps • Interchangeable assessment components • Performance tasks • Multiple raters / Rating samplings • Collaborative work



SLO Process for Locally / Regionally Developed Assessments



Identifying Priority Standards

195

• Endurance: Those standards that provide students with knowledge and skills beyond a single test date.

• Leverage: Those standards that provide knowledge and skills that will be of value in multiple disciplines.

• Readiness: Those standards that provide knowledge and skills that are necessary for success in the next grade or level of instruction.

Federal Way Public Schools Website



196

Content Alignment

Identifies essential standards; most

important learning

Determines instructional

emphasis and unpack standards

Names DOK

DOK Level

3

DOK Level

3

DOK Level

2

Handout 5



Completing the Content Alignment

Standards to be Assessed

Content Emphasis

Analyzing the Standard What to Teach/Assess

Level of Cognitive Demand

(DOK)

Appropriate Item Types

Content What will

students know (concepts &

understanding)?

Behaviors What should

students be able to do

(key skills)?

Review all available

standards for course

Reference pacing guide and teachers

to determine percentage of time spent on

standard during course length

Can use low,

medium, or high to emphasize time

Helps to select standards to be

used for assessment

Determine the knowledge (content)

students are expected to acquire or

demonstrate

Consider elements,

where applicable

Determine the skills or

behaviors students are expected to

apply or use for the learning objective(s)

Consider elements,

where applicable

Provide DOK level for standard

Reference

the content in which the

verbs are used

Give DOK

ceiling

Give item types

realistic for assessing standard,

such as MC, SA, or PT

Handout 5



Developing Items to Ensure a Balanced Assessment

198

Performance Task

Extended Response

Short Answer

Multiple Choice



Table of Specification

Two versions: Item and Standard

Ensures alignment

Develops assessment

questions and tasks

Submission to GaDOE required

Handout 6



Completing the Table of Specifications

Item Domain or Strand Standard/Element

Content Emphasis

Course/Test

Item Type or Task

Standard: Cognitive Demand

Item: Cognitive Demand

Answer or Point

Value

Provide all items for

the standard

Enter the domain,

standard, and standard number

Copy and paste from Content Alignment, if

utilized

Supply instructional

time spent on standard

Copy and paste from

Content Alignment, if

utilized

List all item

types for standard

Give DOK level needed to perform standard

Reference

the content in which the

verbs are used

Give DOK level for

item

Should be at or

above DOK level

for standard

MC-Answer

PT, SA- Point Value

Handout 6



Handout 6a



202

Criteria Table Evaluates

assessment using criteria guidelines

Develops scoring procedures and administration

guidelines

Ensures quality control

Submission to GaDOE required

Handout 7



Completing the Criteria Table Evaluate each item using the appropriate criteria on the table.

Each item should earn at least a minimum rating of “Satisfactory.”

Make corrections if rating is less than “Satisfactory.”

Refer to Criteria Table as each item is created.

Sections I-IV should be completed during the SLO assessment development work period.

Section V will be completed after the post-assessment administration.

Handout 7



District SLO Form

The fields of information required for electronic

submission are organized in the same manner as the

SLO District Form. This form can serve as a guide for compiling information

before platform submission.

204

Handout 11



SLO Assessment Development at the District Level

• Create district-determined presentation using required GaDOE steps

• Should involve teachers, content experts, and assessment staff (collaborative effort)

• Requires detailed systematic planning and preparation of materials (PowerPoint, forms, etc.)

• Can consist of direct instruction, webinars, professional learning systems, etc.

• Ensure security of Item Bank and testing materials



SLO Assessment Development Checklist

• Provides clear directions and helps to ensure integrity of process

• Should be adjusted to fit district expectations

• Allows teachers to work independently while being able to reference expectations and guidelines

Handout 13



SLO

Ass

essm

ent

Deve

lopm

ent C

heck

list

Sign SLO Assurance Form Step 1: Content Alignment Form • Review all standards for course and select priority standards • Determine percentage of time spent on each standard • Analyze standards (content and behaviors) • Provide DOK level for standards • Select appropriate item types Step 2: Table of Specifications • Identify priority standards for pre- and post-assessment • Select assessment items from Item Bank or create assessment items connected to

priority standards • Place items on assessment template • Complete TOS as building SLO assessment

o Item(s) for each standard o Standard(s) being assessed o Percentage of time spent on standard o Item types for each standard (MC, PT, etc.) o DOK for standards and items

• Provide answer key and clear teacher and student directions for SLO assessment Step 3: Criteria Table • Evaluate entire SLO assessment using criteria table • Earn minimum rating of satisfactory • Complete Sections I-IV before pre-assessment • Do Section V after post-assessment Step 4: Complete SLO District Form • Set growth targets based on student data relevant for course Ensure assessment measures what it is intended to measure Save forms and assessments in a reliable and secure method Handout 13



Step 1: SLO Implementation Action Plan

• Continue plan started on Day 1 of SLO Training. • Employ collaborative efforts in district while working on plan. • There will also be time on Day 3 of SLO Training to continue this work.

Step 2: Course List for Tested and Non-Tested Teachers

• Generate a list of all teachers and their assigned courses (tested and non-tested).

• Confirm all teachers listed are being evaluated with TKES and are not considered contributing professionals.

• Use this list to identify one growth measure (SGP or SLO) per teacher. SGPs count as one growth measure for teachers of tested subjects.

• All district-developed SLOs must be administered district wide which may lead to two or more growth measures for some teachers.

Step 3: SLO Assessment Needs

• Review Course List and create a list of SLO assessments needed. • Determine what assessments are currently being used for these courses

in the district. • SLO assessments can be commercial or locally/regionally developed.



• On-going SLO trainings and support from GaDOE throughout school year

• Content Weeks • Professional Learning Events

• Support based on district need • Open lines of communication between GaDOE and

school districts • Continuous gathering of feedback from districts



• TLE Electronic Platform: https://tle.gadoe.org (TKES / LKES Implementation Handbooks)

• GaDOE website: www.doe.k12.ga.us (SLO Page)

• SLO Manual: www.rt3georgia.com (SharePoint)

https://tle.gadoe.org/

http://www.doe.k12.ga.us/

http://www.rt3georgia.com/



Closing Activity: One Hundred Years from Now

Please complete training

evaluation form during video. Evaluation: http://www.surveymonkey.com/s/DS39MW8

http://www.surveymonkey/s/DS39MW8



One Hundred Years from Now One Hundred Years from now

It will not matter what kind of car I drove,

What kind of house I lived in, how much money was in my bank account

nor what my clothes looked like. But the world may be a better place because

I was important in the life of a child. -Forest Witcraft

One Hundred Years from Now

http://www.youtube.com/watch?v=jID7ZgfPTTs



SLO Team Contact

Information

Becky Bryant Evaluation System

Specialist 770-335-7750

[email protected]

Shauntice Bryant Evaluation System


[email protected]

Michele Purvis Program Manager

404-772-1645 [email protected]

Sharon Ericson Evaluation System


[email protected]

Chris Leonard Evaluation System


[email protected]

Wina Low Evaluation System


[email protected]

Tawni Taylor Evaluation System


[email protected]

mailto:[email protected]







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