South Dakota Student Learning

Objectives

Dianna Tyler

Welcome!!New Information

+Practice

= New Learning

lightb lb moments

Challenge

If it doesn’t

Y O UIt doesn’t

Change Y O U

4 CORNERS!Let’s

?

4 Corners

1. I know what an SLO is.2. I know how an SLO connects to teacher

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

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

process.6. I know the components of a SMART goal.7. I can determine if an SLO meets SD criteria.

Outcomes Today– I know what an SLO is.– I know how SLOs connect to teacher evaluation.– I know how growth ratings are calculated.– I know how to establish baseline data and

determine growth.– I understand the 4 steps of the SLO process.– I know the components of a SMART goal.– I can determine if an SLO meets South Dakota

criteria.

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

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

participants– The University of South Dakota

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 1 Domain 1 Domain 1

Planning and Preparation

Classroom Environment

InstructionProfessional

Responsibilities

• Classroom Observations and Evidence of Effective Practice

• Components from Each of the 4 Domains

• At Least 8 Components Chosen Based on District or School Priorities

South Dakota Framework for Teaching Student Growth

SLOs

State Assessments(as one measure if available)

District Assessments

Evaluator-Approved Assessments

Professional Practice Rating Growth Rating

Below Expectations Meets Expectations Exceeds Expectations

Differentiated Performance Categories

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

and data shared by the teacher

Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning

Domain 1 Domain 1 Domain 1 Domain 1

Planning and Preparation

Classroom Environment

InstructionProfessional

Responsibilities

• Classroom Observations and Evidence of Effective Practice

• Components from Each of the 4 Domains

• At Least 8 Components Chosen Based on District or School Priorities

South Dakota Framework for Teaching

Professional Practice Rating

Below Expectations Meets Expectations Exceeds Expectations

Differentiated Performance Categories

Student Growth

SLOs

Growth Rating

SLOs

State Assessments(as one measure if available)

District Assessments

Evaluator-Approved Assessments

Summative Scoring Matrix

Summative Teacher Effectiveness Rating Categories

Below Expectations

Meets Expectations

Exceeds Expectations

JudgmentRating Subject

to Review

✪

✪

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, measurable goals 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, and typically also reflect school or district priorities.

Let’s Define It!

Why use SLOs?

• Reflect Best Practice• Collaborative• Flexible• Focused

Chunking today

– I know what an SLO is.– I know how SLOs connect to teacher evaluation.

– I understand the 4 steps of the SLO process.

– I can determine if an SLO meets South Dakota criteria.

What IS an SLO?

What is the process?

Practice

– I know the components of a SMART goal.– I know how growth ratings are calculated.How do I write an SLO?

SLO Development

SLO Approval

Ongoing Communication

Prepare for Summative

Answer 4 questions

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

SLOs to Measure Student Growth

Four Step Process1. SLO Development2. SLO Approval 3. Ongoing Communication4. Prepare for Summative Conference

Teacher SLO Approval

• Teacher submits a completed SLO process guide to Evaluator • Teachers meets with Evaluator–At least one face to face meeting–May take place during other

evaluation/related meeting• Teacher and Evaluator mutually agree

on SLO and approve

Principal SLO Approval

• Principal meets with Teacher–At least one face to face meeting–May take place during other

evaluation/related meeting• Clearly identify information needed to

determine SLO quality (SLO Checklist) including amount and type of data• Identify revision window

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• Assessment data may be used as

evidence/artifacts for Danielson

Chunking today

– I know what an SLO is.– I know how SLOs connect to teacher evaluation.

– I understand the 4 steps of the SLO process.

– I can determine if an SLO meets South Dakota criteria.

What IS an SLO?

What is the process?

Practice

– I know the components of a SMART goal.– I know how growth ratings are calculated.How do I write an SLO?

Brain Break!!

Walk, Talk, Process

http://www.youtube.com/watch?feature=player_detailpage&v=sS_ylsL-Nqg (6:08)

HOW DO I WRITE AN SLO?

Chunk # 3

SLOs to Measure Student Growth

Four Step Process1. SLO Development2. SLO Approval 3. Ongoing Communication4. Prepare for Summative Conference

4 Questions to Consider

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

2. Where are my students starting?3. What assessments are available?4. What can I expect my students to

achieve?

What do I want my students to know and be able to do?– Identify the core concepts and

standards.–Know your timeline for instruction

Where are my students starting?

• 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

What assessments are available?

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

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

• Describe how the goal attainment will be measured.

Appropriate?

• Aligned to priority content & standards• Valid measures what it was designed to

measure• Reliable produces accurate and consistent

picture of what student know & do• Realistic gives sufficient time to administer

and generates data in a timely fashion

? WHAT ASSESSMENTS DO YOU CURRENTLY HAVE AVAILABLE? ARE THEY APPROPRIATE?

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

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

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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?

Appropriate…

• Measures are stated by increases in:–Rate,–Percentage,–Number,–Level of performance,–Rubric standards, –Gain Score or–Other ways…

• Class Mastery

• Differentiated Growth

• Shared Performance

Growth Goals

Class Mastery

Differentiated Growth

Shared Performance

Growth Goals

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

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

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

The SMART Process A Format for Developing SLOs

SSpecificThe goal

addresses student

needs within the content.

MMeasurable

An appropriate

instrument or measure is selected to assess the

goal.

AAppropriate

The goal is standards-

based, needs-

focused (and directly

addresses all students)

RRealistic & RigorousThe goal is attainable

and stretches student learning.

TTime-bound

The goal is contained to

a single school

year/course.

(Smart) Specific

• The goal should state exactly what content is to be addressed.• The content should be tied directly

to the standards for this grade and subject.

(sMart) Measurable

• Measures are stated by increases in:–Rate,–Percentage,–Number,–Level of performance,–Rubric standards, –Gain Score or–Other ways…

(smArt) Appropriate

• The goal should be directly related to the subject, to the standard(s), and to the students.• The goal is within the teacher’s

realm of influence in the classroom.

(smaRt) Realistic & Rigorous

• Realistic goals are rigorous and should stretch the outer bounds of what is attainable.• Realistic goals are not easy goals.

(Smart) Time-bound

• The goal has a time frame for accomplishing the measurable objective.

• Ongoing progress monitoring provides data for adjusting the learning experience toward the goal.

• Data is collected between 2 points in time, as close to beginning and ending of course as possible.

Chunking today

– I know what an SLO is.– I know how SLOs connect to teacher evaluation.

– I understand the 4 steps of the SLO process.

– I can determine if an SLO meets South Dakota criteria.

What IS an SLO?

What is the process?

Practice

– I know the components of a SMART goal.– I know how growth ratings are calculated.How do I write an SLO?

Brain Break!!

Walk, Talk, Process

http://www.youtube.com/watch?feature=player_detailpage&v=GEOZ31HeZT4 (5:47)

PRACTICEChunk # 4

Scaffolding Instruction: “I DO”

• Pull out your sample SLO

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

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

*A secondary measure of principals impact on student growth-SPI/AMO – will be added for the 2014-15 school year, and will account for 355 of the principals student growth rating.

“We Do”

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

“I Do”

• When you completed 2 samples.• Individually draw a card–Elementary teachers = blue –Middle teachers = yellow–High teacher = green

• Read through the goal• Assess the quality using the checklist• Share your findings with your table

Chunking today

– I know what an SLO is.– I know how SLOs connect to teacher evaluation.

– I understand the 4 steps of the SLO process.

– I can determine if an SLO meets South Dakota criteria.

What IS an SLO?

What is the process?

Practice

– I know the components of a SMART goal.– I know how growth ratings are calculated.How do I write an SLO?

4 CORNERS!Let’s

?

4 Corners

1. I know what an SLO is.2. I know how an SLO connects to teacher

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

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

process.6. I know the components of a SMART goal.7. I can determine if an SLO meets SD criteria.

CLOSURE

Thanks!