internet connection

INTERNET CONNECTION

Welcome!• CONNECT TO … HOTSPOT• SIT AT TABLES ACCORDING TO THE

GRADE LEVEL/SUBJECT YOU TEACH.

• Do you have access to the handouts? http://bit.ly/SDDay1SLO

http://bit.ly/SDDay1SLO

Tammy Jo Schlechter

WHAT TEACHERS DO DURING THE SUMMER

https://www.youtube.com/watch?v=X551qBVlNds

Before we get to our:Orientation to Student Learning Objectives



Parking Lot Activity

• Throughout the day, post questions at your parking lot.

• Periodically, remind Tammy Jo to check “parking lots.”

• Everyone is encouraged to respond to questions.

TAKE AWAY WINDOW

1) FOLD A PIECE OF PAPER HAMBURGER STYLE

2) Write “TAKE AWAY WINDOW” on the front flap. Look for

moments.3) Write “ACTION STEPS” on the back

flap.

WHAT DO WE KNOW??

• On a sticky note or a sheet of paper… Number the paper 1-7.

1. 2. 3. …

Rating your knowledge

FIRST STATEMENT: I know the definition of an S.L.O.

1. I don’t know anything about the definition of an SLO. 2. I know a little bit about the definition of an S.L.O. 3. I am comfortable with the definition of an S.L.O.4. I could teach someone about the definition of an

S.L.O.

Rate Yourself…

1. I know the definition of an SLO.2. I understand the four steps of the SLO

process.3. I know how to establish baseline data and

determine growth.4. I know the components of a SMART goal.5. I know how growth ratings are calculated.6. I can determine the quality of an SLO using

the SLO Quality Checklist.7. I know how an SLO connects to teacher

evaluation.

BUILDING THE VISUAL

• Use the PINK small sticky notes on your table. • POSTERS ON THE WALL --Put a pink

note under the number rating you gave yourself for each statement.

S.M.A.R.T. Growth GoalA.K.A. OUR “S.L.0.”

By the end of the day, all of the participants in the training will rate

themselves as a 3 or 4 for each of the seven

statements given.

Seven 1-minute Conversations

1. For each statement, Find another person that gave themselves a different rating than you.

2. 1 minute conversation – Share what you already know or do not know about the given statement. Let the higher ranking go first. If you ranked yourself a 1, ask a follow up question for better clarification.

3. Don’t forget to quickly introduce yourself! Mingle with teachers from different schools and get to know each other.

Agenda

Morning: What is an S.L.O? How does it connect to the Charlotte Danielson Framework?How does it connect to Teacher Evaluations? What are the 4 steps in the S.L.O. Process?

Afternoon: How do I Write an S.L.O. using the Process Guide? How will my Growth Rating be calculated? Discussing and Understanding all the options!!

TABLE INTRO’S

• What’s your name? • Where are you from? • What do you teach and for how

long?• What has your school done to

prepare for S.L.O.’s and the new teacher evaluation model so far?

Challenge

If it doesn’t

Y O UIt doesn’t

Change Y O U

SLO does not need to add to your plate.

As I worked with the SLO process, I found it validated the best practices I have found on my own!

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• Lids down. Save devices for WORK TIME.

Parking Lot

Sharing question: the “protocol” for 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.

Outcomes Today1. I know the definition of an SLO.2. I understand the four steps of the SLO process.3. I know how to establish baseline data and

determine growth.4. I know the components of a SMART goal.5. I know how growth ratings are calculated.6. I can determine the quality of an SLO using the

SLO Quality Checklist.7. I know how an SLO connects to teacher

evaluation.

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 in the past in SD• 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?

The Aspiration: Improve Instruction and Student Learning

1. Encourage meaningful, in-depth dialogue focused on improving instruction

2. Provide regular, timely, useful feedback that guides professional growth

3. Support a culture in which data drives instructional decisions4. Establish clear expectations for teacher performance5. Use multiple measures to meaningfully determine and

differentiate teacher performance6. Provide a fair, flexible, research-based model that informs

personnel decisions.

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

The Recommended

Model!








Responsibilities




South Dakota Framework for Teaching

Professional Practice Rating



Student Growth

SLOs

Growth Rating

SLOs




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

Cannot forget…

• Have you signed in for the day?• Other paper work ?

Outcomes Today1. I know the definition of an SLO.2. I understand the four steps of the SLO process.3. I know how to establish baseline data and

determine growth.4. I know the components of a SMART goal.5. I know how growth ratings are calculated.6. I can determine the quality of an SLO using the

SLO Quality Checklist.7. I know how an SLO connects to teacher

evaluation.

Chunking today– I know the definition of an SLO.– I understand the four steps of the SLO process.

– I know the components of a SMART goal.– I know how to establish baseline data, determine

growth and calculate growth ratings.

– I know how SLOs connect to teacher evaluation.

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

CHU

NK

1SL

O P

ROCE

SS

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!

Definition of a Teacher

• (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.

How many SLOs?

A minimum of 1 SLO per teacher is required.• Teachers can write more, but only one

is required by the state and used for evaluation purposes.

• Districts may require more than one SLO.

SLO’s: Like Walking Up A Staircase…

Daily Learning Outcomes/targets

Progress Update

SLO COMPLETE

Vocab. Checkpoint

• Quick choose a partner! • Decide who is “peanut butter” and

decide who is “jelly”• Line up as partners with peanut

butter all one side and jelly on t’ other… “peanut butter” side towards Tammy Jo

Student Learning Objective

Student Learning Target/Outcome

Baseline Assessment

• Switch directions and “jelly” face me now!

Progress Update

Summative Assessment

Vocabulary Check- Cole’s short and sweet version

• Student Learning Objective(LONG TERM)

• Student Learning Target/Outcome (SHORT TERM)

• Baseline Assessment (PRE-TEST)

• Progress Update (How are they doing at half way point?)

• Summative Assessment (POST TEST)

Vocabulary Check- TJ’s version

Student Learning Objective: shares a teacher- driven goal or set of goals that ‐establish expectations for student academic growth over a period of time (the SLO is more global like at least a semester or year long time-frame… when comparing to a SLT)Student Learning Target/Outcome: Describes daily expectations regarding student learning…often what teachers post in the classroomBaseline Assessment: Defines the students current level of understanding, skill, knowledge, performance, This is the starting point for growth goal.Summative Assessment: Defines the students final level of understanding, skill, knowledge, performance. This is the end point for growth goal.Progress Update: Defines the students progress toward, and checks for progress toward growth goal.

• Coming next! Example of the heart of the Student Learning Objective…

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 development.

SLO Process Guide

• Reflect Best Practice• Flexible• Timeline, amount of growth, type,

assessment

• Between Teacher and Evaluator• Collaborative• Focused

The Big Picture

SLO Development

SLO Approval

Ongoing Communication

Prepare for Summative

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

Break moment here?

Step 1

SLO Development

SLO Approval




know and do?




STEP 1 EXAMPLE

PRIORITIZE LEARNING CONTENT: What do I want my students to be able to know and do?

- I want them to be proficient in simplifying algebraic expressions and solving algebraic equations by the end of the first semester. (linear, quadratic, radical, rational) ANALYZE DATA AND DEVELOP BASELINE: Where are my students starting?

- What did they cover last year? S.B.A. results? SELECT or DEVELOP an ASSESSMENT: What assessmentsare available?

- Semester Tests, End of Year Exams, M.A.P.S. , … WRITE GROWTH GOAL: What can I expect my students to achieve?

- By the end of the first semester, All of my Algebra 1 students will reach 85% proficiency in simplying expressions and solving equations that are linear, quadratic, radical, and rational.

SLO Development

SLO Approval



Step 2


know and do?




2. SLO Approval

• Teacher submits a completed SLO process guide to Evaluator

• Evaluator schedules meeting with teacher– Can be supported by a 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



Step 3


know and do?




3. Ongoing Communication

• Describe student progress toward the growth goal. • If necessary, document changes in

strategy. • If justified*, describe changes to the

SLO

Justified Examples*

• A teacher’s roster changes drastically due to high student mobility rates.

• A teacher’s assignment changes significantly over the course of the year.

• A teacher serves as a pull-in/push-out teacher or co-teaches.

• Long-term leave

SLO Development

SLO Approval



Step 4


know and do?




4. Prepare for Summative

• Make sure your principal has adequate time to determine rating prior to your summative meeting.• Teachers: consider self scoring and reflect

to guide conversation during summative meeting• SLO Process Guide may be used as

evidence/artifacts for SD Framework.

REVIEW

• What is an S.L.O.? - 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.

• What are the 4 steps – 1. S.L.O. Development– 2. S.L.O. Approval– 3. Ongoing Communication– 4. Preparing for Summative

BEFORE THE BREAK

• HIGHLIGHT, INSIGHT, UPTIGHTOn a sticky note or sheet of paper…1) What is one highlight from the morning so

far? 2) What is one insight (AHA! Moment)? 3) What is one thing you are “uptight” or

confused about still?

BREAK TIME

• 10 MINUTES --- PLEASE BE SEATED AND READY TO ROLL!!!

• RESPECT THE AGENDA!!


Chunking today

– I know the definition of an SLO.– I understand the four steps of the SLO process.




What IS the SLO process?

SLOs and Evaluation

How do I write an SLO?

Practice

HIGHLIGHT, INSIGHT, UPTIGHT

• Discuss with your Elbow partner.

• Discuss with your table.

• Discuss with the whole group.

ELEVATOR PITCH

1) Find someone from a different table that is from a different school…

2) You have 1 minute in the elevator with your prinicipal, and he asks what you learned about an S.L.O. Process? What are you going to say?

HOW DO I WRITE AN SLO?

Chunk # 2

SLO Development

SLO Approval



The SLO Process


know and do?




3 BIG DECISIONS TO GET STARTED

1.What content will be the priority of my S.L.O.??? (What do I want my students to know and be able to do?)

2.What is the student population for my S.L.O.??? (Where are they starting? How many of them are there?)

3.What assessment will I use to measure student learning and growth???

(What is available? What is appropriate? What level is it assessing?)

What do I want my students to know and be able to do?

– Identify the core concepts and standards.• What resources might you use to determine

big/essential ideas?– i.e. blueprints, disaggregated standards,

curriculum maps, power standards, national standards, content standards and common core standards

–Know your timeline for instruction

Open Blank Process Guide

Keep it open and ready.

Later today, you will share your sample of work…

UNDERSTANDING THE

SLO PROCESS GUIDE:LET’S DIG IN!

Prioritizing Learning Content: Math Teacher’s Example

Pre-test

Last years end of year data

Statewide summative data

Trend dataDistrict

assessment data

Other…

Prioritize Learning Content:Identify standards and content.

What is the most important learning that needs to occur during the instructional period? Specify which standard(s) the SLO addresses and Identify the specific data source or trend data used. (1a)

Students can write, apply, and use expressions, equations, and inequalities (7th and 8th). (EE)Students can apply previous understanding about arithmetic to algebraic expressions; reason about and solve one-variable equations and inequalities; and represent and analyze quantative relationships between dependent and independent variables (6.EE).Students can use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations (7.EE).Students can work with radicals and integer exponents; understand the connections between proportional relationships, lines, and linear equations; and analyze and solve linear equations and simultaneous linear equations (8.EE).

Prioritizing Learning Content

Students can write, apply, and use expressions, equations, and inequalities (7th and 8th). (EE)

Students can apply previous understanding about arithmetic to algebraic expressions; reason about and solve one-variable equations and inequalities; and represent and analyze quantative relationships between dependent and independent variables (6.EE).

Students can use properties of operations to generate equivalent expressions and solve real-life and mathematical problems using numerical and algebraic expressions and equations (7.EE).

Students can work with radicals and integer exponents; understand the connections between proportional relationships, lines, and linear equations; and analyze and solve linear equations and simultaneous linear equations (8.EE).

What Will Be the Scope of SLOs? We have three choices!

Comprehensive Scope Essential Skills and Content Focused Scope

(e.g., all Grade 8 Common Core State Standards for English language arts [ELA])

(e.g., all Grade 8 Common Core State Standards for informational text in ELA)

(e.g., Grade 8 Common Core State Standards for evaluating arguments and claims in text)

Strengths Drawbacks Strengths Drawbacks Strengths Drawbacks

• Covers all learning• May work

well for courses that already have finals or cert. exams

• Can be difficult or cumbersome to assess well

• Focuses on most important learning

• Can still be difficult to assess well• Involves

judgment to determine what is most important

• Can focus on area of need• Easiest

of the three to assess

• Not representative of the learning that occurred during the course

Think back to last year, what would you have chosen to work

on with students? Think of a possible high need area.

Think-Pair-Share in 5!

Prioritizing Learning Content

Prioritize Learning Content:Identify standards and content.

What is the most important learning that needs to occur during the instructional period? Specify which standard(s) the SLO addresses and Identify the specific data source or trend data used. (1a)

Where are my students starting?

1. Gather and analyze data to determine how well prepared students are to learn core concepts.– Know your students – Consider which students will be addressed by

this SLO– Consider special needs

and behaviors

Choosing a Student Population

What if…?1. S.L.O. is written for all of the Algebra I

students. (ex. Periods 1, 4, 6, and 7)2. S.L.O. is written for one specific Algebra I

class. (Ex. Just Period 1 Algebra Class)

What are the strengths and weaknesses of each scenario?

Elbow Discussion, Table Discussion, Group Discussion

87

Examples:• The S.L.O. for Algebra I

we just discussed• A social studies

teacher writes an SLO that includes the students from his U.S. history classes (class periods 1, 3, 5, and 6) .

Strengths Drawbacks

• Accounts more accurately for the students taught by the teacher

• Reduces measurement error because numbers of students included in the SLO is high

• Can be difficult for educators without a course (e.g., special educators, specialists)

• May increase the amount of data analysis teachers need to conduct

Course-Level SLO

Examples:• The S.L.O. for one class of

Algebra I we just discussed• A social studies teacher

writes an SLO that includes the students from his period 3 U.S. history class.

• A Grade 3 teacher includes all 24 of her students in a reading SLO.

Strengths Drawbacks• May

reduce the amount of data collection and analysis teachers need to conduct

• Can be difficult for teachers without a formal course (e.g., special educators, specialists)

• Can place emphasis on one class over another

• May not as accurately account for a teacher’s students

Class-Level SLO

• NOTE: If you teach two (or more) subjects go with the tested subject!

Teach two subjects?

Identify Student Population: Math Teacher’s Example

Behavior Issues?

What will effect the most students?

Know your kids!

Learning disabilities

ELL?

Identify the Student Population: Describe the context of the class.

How many students are addressed by the SLO? Detail any characteristics or special learning circumstances of the class(es). (1b, 1c)

All students enrolled in middle school math will be addressed through the SLO (35 regular education students, 5 SPED students)

Identify Student Population

Think back to last year, what was your classroom

make-up for students?


Identify the Student Population: Describe the context of the class.

How many students are addressed by the SLO? Detail any characteristics or special learning circumstances of the class(es). (1b, 1c)

Interval of Instruction: Math Teacher’s Example

The School Year?

How long will you measure the growth?

Other?

A Semester Class?

9 weeks?

Interval of Instruction:Specify the time frame in which growth will

What is the time period in which student growth is expected to occur? Identify the length of the course or provide rationale for a time period that is less than the full length of the course.

The 2014-2015 school year.

Interval of Instruction

Think back to last year, would you use the whole

year? A semester? A three month period?

Share out as a table in 5!

Interval of Instruction:Specify the time frame in which growth will

What is the time period in which student growth is expected to occur? Identify the length of the course or provide rationale for a time period that is less than the full length of the course.

What Assessments are Available?

• Select or develop an appropriate assessment to measure student learning and growth.

• Content assessed at baseline is comparable to content assessed at the end of instruction

• Describe how the goal attainment will be measured.

Is Assessment Appropriate?

• Aligned to priority content & standards• Measures what it was designed to measure• Produces accurate and consistent picture of

what student know & do• Gives sufficient time to administer and

generates data in a timely fashion

“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.

Mor

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ss C

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on

Analyze Data & Develop Baseline: Math Teacher’s Example

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 and Develop Baseline:Detail student understanding of the content at the beginning of the instructional period.

Where are my students starting? Summarize student baseline performance and attach additional data if necessary. (1b, 1f, 3d)

The students and I noticed that our weakest area as a team is in algebraic reasoning. I need to be more specific, so please see attached data that shows our specific scores of students on their fall NWEA MAP math test.

Analyze Data & Develop Baseline

Think back to last year (and thinking ahead to this coming year), what could you use to pre-assess and post-assess

your students?

Discuss in 5!

Analyze Data and Develop Baseline:Detail student understanding of the content at the beginning of the instructional period.

Where are my students starting? Summarize student baseline performance and attach additional data if necessary. (1b, 1f, 3d)

Select or Develop an Assessment: Math Teacher Example

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?

Select or Develop an Assessment:Describe how the goal attainment will be measured.

What specific assessment or instrument will be used to measure goal attainment? Describe the source of the assessment and the connection to identified content and standards. (1c, 1d, 1f, and 3d)

I will use NWEA Map math benchmark assessments. This assessment aligns with CCSS. This tool is used district-wide and I have data collected from last year for comparison.

Continue your discussion of what your assessment

portion of the SLO process would look like?

Discuss in 5!

Select or Develop an Assessment

Select or Develop an Assessment:Describe how the goal attainment will be measured.

What specific assessment or instrument will be used to measure goal attainment? Describe the source of the assessment and the connection to identified content and standards. (1c, 1d, 1f, and 3d)

What can I expect my students to achieve?

• Leads to the development of student growth objectives with a strong rationale supporting why the objectives are appropriate.

•How will I help my students obtain the goal?

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.

BREAK TIME

• TIME FOR A BREAK! 10 MINUTESThinking about: “In the SLO process, teachers write student growth goals using the SMART format.”• As the following music ends, it is the

signal to begin again www.youtube.com/watch?v=gtoHuckFAVE

• ~L.M. email 06.23.14

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

WRITING THE GROWTH GOAL

•GROWTH GOALS ARE THE HEART OF THE S.L.O. –They Should be S.M.A.R.T. !!!!

(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 Growth Goal is one component of the entire SLO.

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/accountability for student learning for a content area, grade level or school.

Shared Performance

By the end of the first semester, all students that obtained a score in the D or F range will improve by at least two letter grades and all students that obtained a score in the C or B range will improve by one letter grade. A score in the A range should improve their percentage.

Growth Goal Example Statements


By the end of the first semester, All students will reach 90% proficiency in simplifying algebraic expressions and solving algebraic equations that are linear, quadratic, rational, and radical.

Class Mastery

By the end of the school year, all students in the middle school will show at least a 15% improvement in their score on the assessment dealing with the probability and statistics standards for their grade level.

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:Establish expectations for student growth.

What can I expect my students to achieve? Establish rigorous expectations for student performance. (1b 1c)

90% of Spanish I students will pass the Spanish Language Reading, Writing, Listening and Speaking EOC assessments.

Growth Goal

Differentiated



Differentiated Growth: Middle school Spanish Exploratory students=95% of students will pass Spanish Language Reading, Writing, Listening and Speaking assessment. Non-Middle School Spanish students = 90% of students will pass Spanish Language Reading, Writing, Listening and Speaking assessment.

Growth Goal



Anderson Spanish I; Jones Spanish I; Smith Spanish I = 85% or above on the final assessment.

Shared Performance

RATE YOURSELF: use yellow sticky note





evaluation.

Possible lunch break moment here! Remember to put your sticky….

Parking Lot

• Are there any post-its?

• Does anyone have a post it they can answer?

REVIEW




REVIEW

• Where do I get my baseline data? How do I show growth?– Pretest… Compare pretest and posttest

• What does S.M.A.R.T. mean? - S pecific M easurable A ppropriate R igorous/ realistic T imebound

• What are the three types of growth goals I can write?

• Mastery• Differentiated• Shared

Growth Goal

Think-Pair-ShareWrite an example growth goal in three different ways.

See next slide for those examples again…



By the end of the first semester, all students that obtained a score in the D or F range will improve by at least two letter grades and all students that obtained a score in the C or B range will improve by one letter grade. A score in the A range should improve their percentage.

Growth Goal Example Statements


By the end of the first semester, All students will reach 90% proficiency in simplifying algebraic expressions and solving algebraic equations that are linear, quadratic, rational, and radical.

Class Mastery

By the end of the school year, all students in the middle school will show at least a 15% improvement in their score on the assessment dealing with the probability and statistics standards for their grade level.

Shared Performance

Provide Rational

Provide Rationale:Describe how your SLO benefits student learning.

How do the content, baseline data, assessment and growth goal support student progress and growth? Describe why you chose to develop this SLO. (1a, 1f)

The students need to work on their algebraic reasoning skills. (After last year, a significant amount of students were not on grade level in this strand, according to the MAP math test results in May.)

Provide Rationale

Think back to last year, how would you justify choosing your goal?

Think of a possible high need area.


Provide Rationale:Describe how your SLO benefits student learning.

How do the content, baseline data, assessment and growth goal support student progress and growth? Describe why you chose to develop this SLO. (1a, 1f)

Learning Strategies

What’s the plan for success?

How will you help?Tutor time?

Will others be

involved?Will you

use groups?

Learning Strategies:Describe your plan to meet student needs?

How will you help students attain the goal? Provide any specific actions that will lead to goal attainment. (1b, 1e, 1f, 4a)

Questioning and scaffolding of strategies; continued use of mathematical practice standards in discourse and practice; goal setting by students and student/teacher conferences about benchmark tests, goals, and direction of student’s learning; differentiated groups depending on assigned task (like learning abilities and varied learning abilities used for varied small group work tasks)

Learning Strategies

Learning Strategies:Describe your plan to meet student needs?


Think back to last year, share how you met students’ needs. Think of a

possible high need area. Think-Pair-Share in 5!

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

Winter Benchmark

A “Progress Update” could look like this…

How will you know where your kids are

at?

On track? Same assessment?

Informal data?

Progress Update:Describe student progress toward the growth goal.


95% of students passing practice quizzes and tests.

“Strategy Modification” could look like this…

Do I need to adjust?

Change up instructional strategies?

Keep on keeping

on?

Strategy Modification:If necessary, document changes in strategy.

Does data suggest I need to adjust my instruction strategy? Describe how you plan to meet the goal. (1e, 4a)

Students who struggle with formative assessment have assistance in study hall, after school and through flipped classroom resources. Students may be recommended for tutoring or ICU. I documented both student meeting and home contacts.

SLO Adjustment

Any reason to change the goal?

Did circumstances change?

Revise if needed.

Sign and Date

SLO Adjustment:If justified, describe the changes to the SLO.

Are there circumstances beyond the teacher’s control that will impact the growth goal? If needed, attach a revised SLO (1b, 4a)

No change.

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 80% 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. 80% of all students will obtain a score of 26 or better on the exam. (26 is considered average).

Low Less than 65% goal attainment (.80 x .65 = Less than 52%)

Expected 65% to 85% goal attainment (.80 x .65 = 53%) (.80 x .85 = 68%)

High 86% to 100% percent attainment (.80 x .86 - 69%) (.80 x 100 = 80%)

Scores for 70% 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%)

Just a quick glance side by side

Scores for 80% 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. 80% of all students will obtain a score of 26 or better on the exam. (26 is considered average).

Low Less than 65% goal attainment (.80 x .65 = Less than 52%)

Expected 65% to 85% goal attainment (.80 x .65 = 53%) (.80 x .85 = 68%)

High 86% to 100% percent attainment (.80 x .86 - 69%) (.80 x 100 = 80%)

Scores for 70% 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

Figure where your scores must be

according to your growth goal.

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. 90% of my students will be at benchmark as measured by the DIBELS Next assessment.

End of Year Data

High Growth

This teacher

made high growth!

Explain at your table how you determined

student growth.

Don’t forget to celebrate!

What is the high growth range?

High Growth:This growth goal was 86% to 100% attained.

What does high growth mean? Detail end-of-course achievement levels that equate to high growth. ( 4b)

At the end of the year, 21 of 24 students passed all 4 sub tests. 87.5% of my students passed the assessment.

Highlight, Insight, Uptight

During break think about the SLO process… share out as we return… a video is our signal to begin!

I’m not the only squirrely one… ha ha

• Bringing us backhttps://www.youtube.com/watch?v=JOcHmsB0ZQc

• S.L.O Process: a highlight, an insight, and an uptight

https://www.youtube.com/watch?v=JOcHmsB0ZQc

https://www.youtube.com/watch?v=JOcHmsB0ZQc

“Professional Growth” could look like…

Detail what you

learned!

What needs to change for next year?

What support can be provided?

Professional Growth. Detail what you learned.

What worked? What should be refined? Describe the support you need to improve instruction and student learning. (1s, 4a)

Having a combination of group and individual activities was successful, as well as multiple opportunities for students to practice listening and speaking with various resources.

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


Chunking today






SLOs and Evaluation


Practice

REVIEW




REVIEW

• Where do I get my baseline data? How do I show growth?– Pretest… Compare pretest and posttest

• What does S.M.A.R.T. mean? - S pecific M easurable A ppropriate R igorous/ realistic T imebound

• What are the three types of growth goals I can write?

• Mastery• Differentiated• Shared

3 MUSKETEERS…

DISCUSS WHAT YOU THINK IS A REASONABLE S.M.A.R.T. GOAL TO SET FOR YOUR STUDENTS?

PEER REVIEWChunk # 3

Peer Review

• Pull out your SLO Quality Checklist• Read it closely and use it to evaluate

your SLO• Develop at least 1:–Question– Comment–Observation


Chunking today






SLOs and Evaluation


Practice

REVIEW

• How do I determine if my S.L.O. is written well?

- Use the S.L.O. quality checklist… perhaps keep this tool handy while writing S.L.O.’s

CHU

NK

4SL

O &

EVA

LUAT

ION

Remember from earlier in the day?

Look at the next few slides!

This is where the SLO’s plug in to your teacher evaluation.








Responsibilities




South Dakota Framework for Teaching

Professional Practice Rating



Student Growth

SLOs

Growth Rating

SLOs




Summative Scoring Matrix


Below Expectations

Meets Expectations



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

• Linking us to tomorrow’s visit, see next slide!

Take out this “tool”

Make the connection

• Find a person who has a birthday in the same month… or nearest your month… • Use 1 minute, then another 1

minute to discuss the connection between the Charlotte Danielson Framework and S.L.O.’s

The Aspiration: Improve Instruction and Student Learning

1. Encourage meaningful, in-depth dialogue focused on improving instruction

2. Provide regular, timely, useful feedback that guides professional growth

3. Support a culture in which data drives instructional decisions4. Establish clear expectations for teacher performance5. Use multiple measures to meaningfully determine and

differentiate teacher performance6. Provide a fair, flexible, research-based model that informs

personnel decisions.

Parking Lot Activity

• Are there any post-its left?

• Does anyone have a post it they can answer?

REVIEW

• How do I determine if my S.L.O. is written well?

- Use the S.L.O. quality checklist… perhaps keep this tool handy whilewriting S.L.O.’s

• How do S.L.O.’s connect to teacher evaluation?

-evaluations use a summative scoring matrix that includes evaluating “professional practice” according to the domains in Charlotte Danielson’s Framework and “student growth rating” that is based on the S.L.O. determined by the teacher

On more glance at whereS.L.O.’s fit in


Below Expectations

Meets Expectations



to Review✪

RATE YOURSELF: use blue sticky note





evaluation.

Did we meet our SLO?

By the end of the day, all of the participants in the training will rate themselves as a 3 or 4 for each of the seven statements given.

.

Where did you land for our S.L.O OR S.M.A.R.T. GOAL?

4 3 2 1I know what an SLO is.

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 if an SLO meets SD criteria.

In a nutshell, do you have a plan for your SLO? Write your action steps on the back of your Take Away Window.

Are we moving up the mountain?

Where are you now in your comfort level with SLO’s?

Going from the valley of confusion up the slope of understanding? (Top 20 lingo here. Giggle)

FAQ’s from First SLO Trainings-share?

• https://www.surveymonkey.com/s/slo day1

EVALUATION

https://www.surveymonkey.com/s/slo%20day1

https://www.surveymonkey.com/s/slo%20day1

CLOSURE

Sparkling in education with you! Thank you, Tammy Jo Schlechter

I would love to hear your feedback about today’s presentation! If you have a couple moments (sticky note, verbally, email), please share with Tammy Jo about the things we should

A. Definitely Keep.

B. Possibly Change.

Tammy Jo needs to take attendance before her guests leave!

[email protected]

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